The tab on PBL above can give you some insight into your question:

https://www.researchgate.net/topic/Problem-Based-Learning

Best regards,

Debra

The tab on PBL above can give you some insight into your question:

https://www.researchgate.net/topic/Problem-Based-Learning

Best regards,

Debra

In our medical school, the tutor assessed students’ performance using a scoring rubric for identifying core competencies and essential soft skills as summative assessment with 8% values of the final module grade. Whereas, Students self and peer assessment serve as a formative assessment using similar scoring rubric.

References:

Ibrahim M, Al-Shahrani A. Implementing of a problem-based learning strategy in a Saudi medical school: requisites and challenges. Int J Med Educ. 2018 Mar 27;9:83-85. https://www.ijme.net/archive/9/problem-based-learning-implementation-requisites-and-challenges/

We have concentrated our research on the assessment of Group PBL, such as a student group working on a meaningful project and together producing a research report or a software product. In our research we have realised that core Hard competencies and essential Soft skills are two different and disparate dimensions, requiring independent assessment. We call them Product and Process respectively. The group Product is assessed by the lecturer; the Process can only be peer-assessed confidentially by the other students in the Group. For assessment, both Product and Process require tools. This consists of two separate rubrics with different outcomes listed for the two dimensions.

Before merging, (which we are researching) the outputs of these Product and Process rubrics have to be weighted in a pre-publicised way, as a signal to the student about their relative importance as perceived by the university. If the chosen weighting is to excessive, the students will ignore one dimension to the detriment of their education.

For the Product, our rubric contains the following 10 outcomes for the research report: Introduction; Limitations; Critical review, Outline of method; Data collected; Results (Findings); Discussion; Conclusions; References; Appendices. This rubric will always be subject specific. We have a different one for a Software project.

For the Process, our rubric also contains 10 outcomes, but each conveniently starting with the letter “C”: Commitment; Collaboration; Coaching each other; Coordination; Control; Communication; Climate fostering; Constructive criticism; Coping with adversity and diversity; Conflict management. (Our fixation with 10 outcomes per rubric is to facilitate the rapid conversion of 10 check-boxes to a round percentage. )

In business schools we use case studies, live cases (where a CEO comes to the class, share the challenges with the group, and develop in real time possible solutions together), action-learning projects, and simulations.